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Degrees would remain important but should be surrounded by additional learning. However, flexible education would need universities to rethink more than admissions, says experts.
Why should age decide who gets to learn? Indian universities rethink higher education. (AI Image)
For decades, higher education in India has followed a predictable path: school, college, postgraduate study and then work. But as careers become less linear and skills change faster, universities are beginning to explore whether learning should continue well beyond the traditional student years.
The University of Delhi’s Competence Enhancement Scheme (CES) is one example. Its “Any Course, Any Age” model allows learners who are not currently enrolled at DU to take courses to enhance their knowledge and skills. The scheme is run through DU’s Institute of Lifelong Learning. But could such models become a regular part of India’s higher education landscape?
“Yes, I have a firm belief that adaptable learning models can gain popularity,” says Dr. Devesh Kumar Singh, Chairman, Noida International University. However, he adds that it possible as long as they develop from single practically applied projects to an integrated institutionally based approach. “The makeup and professional identity of learners is changing rapidly. People are entering new careers, switching industries and acquiring new skills well into their working lives.”
Singh said the National Education Policy (NEP) 2020 has already created a framework for more flexible learning through multiple entry and exit options, flexible courses and the Academic Bank of Credits (ABC). “The policy describes the system of higher education as one which would bestow lifelong learning opportunities, contrary to the traditional perception of it as a one-time event.”
According to Singh, universities now need to turn that flexibility into actual learning opportunities. “The subsequent step is for institutions to actually make this flexibility available in practice by offering modular courses, micro-credentials, and credit-based learning,” he said.
A Work In Progress
Delhi University is not the only example. India’s higher education landscape already has several routes where age, by itself, does not prevent candidates from applying. NEET UG has no upper age limit, subject to its academic and minimum-age requirements. CNLU has no upper age limit for CLAT UG and CLAT PG. GATE and IIT JAM also have no age restrictions, so does MBA entrance exams such as CMAT and XAT. CUET PG too has no age limit for appearing in the exam, although individual universities can set their own programme-specific criteria.
In research, UGC-NET has no upper age limit for candidates seeking eligibility for Assistant Professor or PhD admission, although JRF has a separate age criterion. ICAI lists “No Age bar” among the features of the CA course.
Education vs Career
Singh said the traditional idea of completing education before entering the workforce is increasingly disconnected from how careers now work. “This is largely a legacy of the traditional education-to-employment model, where a degree was viewed as the final qualification before entering the workforce. This model is becoming increasingly disconnected from today’s economy.”
He added that the “processes of technological advancements, artificial intelligence, and changes in business models are constantly redefining job functions. Some skills which are useful today can become outdated in a couple of years. Thus, education should not finish with graduation; it ought to become a never-ending process.”
Manish Mohta, Managing Director, Learning Spiral, said the distinction between being a student and a professional is also becoming less clear. “People should know and develop new skills even when they are already employed. This means that educational institutions should be ready to work with all learners, which means flexibility that goes further than a change in one’s attitude toward education.”
Mohta said flexible education would require universities to rethink more than admissions. “The purpose of flexible higher education models must not be limited to implementing flexible admission. The institutions must create a flexible academic environment that would make it possible for the students to change their learning strategies.”
Degrees May No Longer Be The Final Qualification
Ritika Gupta, CEO and Global Educator, Aaera, said changing career paths are making flexible higher education increasingly relevant. “Indeed, flexible higher education models can be the order of the day, as career paths grow less straightforward and career transitions require individuals to return to university at different points in their lives.”
She said universities would need “more flexible credit systems, modular courses, online and hybrid options, and acknowledgment of prior learning” to make such models viable. “The greater goal will be establishing a system that would allow the learners to stop off, continue, or even change the direction of their studies,” she added.
The shift should be from a degree-once model to continuous learning, says Singh. “I would argue that this transition is not merely desirable—it is becoming essential. A degree will continue to provide foundational knowledge, critical thinking and professional credibility, but it cannot be expected to remain the sole indicator of employability throughout a 30–40-year career.”
Mohta similarly said degrees would remain important but should be surrounded by additional learning. “The nation of India must transition towards a continuous upskilling and reskilling process, while it should realise that degrees will still play a highly significant role as the academic basis.”
“Degrees are not losing their relevance altogether, but they should be supported by certificates, industry experience, internships, and special training,” said Gupta.
“Universities should increasingly function as lifelong learning ecosystems where an individual can return at different stages of their career to acquire knowledge, update skills or explore an entirely new discipline,” says Singh.
Quick Answers
Ask News18The Competence Enhancement Scheme (CES) is an “Any Course, Any Age” model run through Delhi University’s Institute of Lifelong Learning. It allows learners who are not currently enrolled at the university to take courses to enhance their knowledge and skills.
Ask News18About the Author
Sukanya Nandy is a sub-editor at News18.com. She has been writing and reporting for the education and careers section of the website since 2021. She completed her graduation in English followed PG in …Read More
September 14, 2026, 07:58 IST
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